Zach Rosa

EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON:

November 9th, 2022

TOPIC AREA:

Reading/ELA

GROUPING:

Whole Class Instruction – all students sat at their desk for the implementation of this strategy.

STRATEGY USED:

Word Dictation Page

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

The benefit of this strategy is that it focused on the individual sounds of the words and pounding
out one sound at a time. A lot of the words also were their spelling words for the week so that
was also extra practice in mastering those words. A lot of the class struggled with spelling so I
thought that this strategy would be beneficial because it breaks the word down. Most of if not all
the students knew the letters and letter sounds, so breaking apart the word I thought would help
them with their spelling. A large part of this strategy is just having students try their best because
it can be a little difficult. Because of that I would say this strategy connects to #3 in Marzano’s
top 9 which is recognizing and reinforcing effort. You want to make sure all students are
attempting to pound out the words and recognizing when they are trying and correctly spelling
the word as well.

PA COMMON CORE STANDARDS and/or IEP GOAL:

Standard - CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in
decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. •
Decode one and two-syllable words with common patterns. • Read grade-level words with
inflectional endings. • Read grade-appropriate irregularly spelled words.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1
 1. Pass out the dictation sheet to all students

2. Start by saying the word aloud to the students and having them repeat the word

3. Then say, “Let’s pound it”, and the students will pound the word out together with the
teacher

4. Tell them to write the word on the line following them pounding it out.

5. Wait a short period of time to allow them to do it on their own and then write the word on
the line so they could see if they correctly spelled the word

6. If they correctly wrote the word tell them to re-write it again on the line next to it

7. Repeat process for all words

8. At the end go over 3-5 sight words and have students attempt to spell them on their own

RESULTS OF THE STRATEGY:

The strategy was a success. We have made this into a daily activity in the class and something
that I continue to do each day. The students enjoy pounding out the words and are excited when
they spell them correctly. This helps them not only with decoding but also with their actual
spelling words for the week.

PERSONAL REFLECTION:

I thought I did a pretty good job with my pace and allowing the students to try the words
independently before giving up the correct spelling. I really tried to put an emphasis on
independence in this strategy lesson because spelling is something that is an essential part of
living and the more practice the better. If students rely to much on the teacher they will never
fully learn all of the rules.

COOPERATING TEACHER’S OBSERVATION FEEDBACK:

*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools,

etc.) FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.